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《 It must belong to Carla》课时教学方案
日期:2022-10-23 作者: 阅读次数:41

九年级《Unit 3 It must belong to Carla》

课时教学方案

课题

Unit 3 SectionA 3a -3c

设计者

李莹

单元

Unit 3 It must belong to Carla.

单元主题或单元大概念

Make reasonable inferences

课型

阅读课

第二课时

 

 

 

学习目标

对应单元目标

1.理解must/could/might/can't等情态动词表示推测的意义及用法。

2.能对物品以及神秘事物事件进行推测,并能给出理由

3.综合运用所学目标语言及旧知,针对某一神秘事物或事件进行介绍并给出人们以及自己的有理由的推测,培养敢于探索和发现的精神。

教材

话题:神秘事件

语篇类型:记叙文

学情分析

1.学生已有知识

初一时学生已经了解了一些有关情态动词的用法,在本单元的第一课时中,学生初步学会了运用might, could, must, can’t对事情进行推断。以上这些学习内容都为本节课阅读活动的开展做好了知识上的铺垫。

2.学生潜在状态分析

对优秀学生而言本课时的学习内容均能较好地理解和掌握;学习中等生来说掌握相关的句型、短语搭配后如何进行有效的语言输出是难点;还有一些学生连识记单词都有困难,所以课前预习很有必要。采用不同的形式来提高学生学习英语的兴趣,针对不同层次的学生设计不同的习题。

3.学生发展可能分析

初四的学生正直进入青春期,也正处于人生价值观形成的重要阶段。通过本节课的学习,能多角度思考问题,探求事实的真相。

 

综合呈现学习目标

1.通过快读和回答问题,获取信息并正确的选出文章标题;通过细读,了解小镇发生的怪事以及当地居民的所想所感以及原因,理解文章大意。

2.通过小组活动,能够根据相关信息预测、正确运用might, could, must, can’t进行推断,并能说明原因,多角度思考问题,探求事实的真相。

 

 

评价设计

任务或问题序列

目标1评价设计:

1. Play a guessing game.

2. Read the article and choose the best title.

3. Read Para 1-3 carefully and answer the

questions.

4. Summary all the people’s opinions.

5. Make a mind map together.

目标2评价设计:

1. Have an interview about a strange thing in the Anna’s town.

2. Write the report according to the

interview.

3. Watch a videofind out the fact.

 

评价方案

核心目标

表现标准

评价任务

(包括情境和核心问题)

评价

工具

 

做出有理由的推测,多角度思考问题

 

 

1. 根据相关信息预

测,正确运用might, could, must, can’t进行推断,并能说明原因。

2. 能用描述性形容词

表达感受。

3.多角度思考问题。

任务情境:

A strange thing happened in Anna’s town. If you were a reporter, have an interview what people’s opinions are about this strange thing and report it.

任务指导语

1.In your group, one is reporter, the others are the people in the town.

2.Time:6-8 minutes.

 

表现性评价量规

 

学习单

学习

资源

教材、希沃课件、视频、音频、学历案

学习进程设计

 

 

 

 

环节一

学习任务:导入环节

学生活动

教师活动

1.Guess:

Who might he/she be?

what might it be?

 

 

2. Try to look at the picture in different perspectives

 

 

 

 

 

 

 

3.Answer questions:

Can you hear any strange noises?

How do you feel?

Do you want to know what happened?”

  Then,look at the picture in the article, and discuss:

What can you see in the picture?

How does she feel?

1. Play a guessing game

  Show some pictures of stars in Running Man.

Show some pictures of animals.

2.Guide students to look at the

picture in different perspectives.

Let students know: “To the same thing, different people have different ideas because they have different life experiences, standpoints, ways of thinking......”

3. Show a picture of a town and ask students to talk about it, then play a video about “strange noises” and ask.

 

设计意图:课前游戏,提高学生学习的积极性,在游戏中练习了如何进行猜测,从而引出这节课的话题。听一段录音和观察课本中的图片,激发自身的表达欲望,对要学的新内容做好准备。

 

 

环节二

......

学习任务:获取信息,理解文本

学生活动

教师活动

Fast reding:

1.Read the passage quickly answer the questions.

1)Is it a letter or a story?

It’s ________________

2)It might be from_________.

A magazine   B story book

C newspaper

2.Read the article and decide:

Which might be the best title?

A. A Small and Quiet Town

B. Strange Happenings in My Town

C. Animals in Our Neighborhood

 

Careful reding:

1. Read Para1 carefully and answer the questions.

1) Who called the police?

2) Victor agreed with the policemen, didn’t he?

3) “young people” can explain the word “_______” in the passage.

2. Para 2

1) Why did the woman think it’s an animal?                           

2) Find the words to match the meanings.

_____: person in the next house

_____: animal like a very large dog

3. Para 3

1)How are the people in our town

feeling?

2)Why doesn’t the writer think the noise can simply disappear?

3)Find the words to match the meanings

______: Area where people live

______: Person who makes noise

______: Nervous or worried

4.Read the passage and

summary all the people’s opinions.

How many opinions did people give?

Read again, and answer:  

What are people’s opinions?

Read the article again and write what people think about the strange noises on their textbook.

5. Make a mind map together.

Fast reding:

1.Ask students to read the

passage quickly and answer the questions.

 

 

 

 

2.Tell students to read the

article and decide which might be the best title. (Give a reading skill: 题目或中心句可在文章的开头或者结尾找。)

 

 

Careful reding:

1.Ask students to read Para 1 carefully and answer the questions.

 

 

 

 

 

 

2. Ask students to read Para.2 and answer the questions.

 

 

 

 

 

3.Ask students to read Para.3 and answer the questions.

 

 

 

 

 

 

 

 

 

4.Ask students to read the passage and summary all the people’s opinions:(Teach student to how to find the key words)

 

 

 

 

 

 

5. There are many ideas about the “strange noise”. They are about animals, people and nature. Ask students to make a mind map together.

 

 

设计意图:通过快读,找出文章的体裁和出处,归纳出文章标题,理清文章脉络。完成整体或细节理解问题,理解课文,构建思维导图,将文章内容进一步整合与内化,在朗读过程中注意自己的语音语调。

 

 

 

环节

......

 

 

 

 

 

 

 

 

 

 

 

 

 

 

学习任务:读后思考,完成表现型评价任务。

学生活动

教师活动

1.Have an interview.

A strange thing happened in Anna’s town. If you were a reporter, have an interview what people’s opinions are about this strange thing and report it.

Let’s go!

1.In your group, one is reporter, the others are the people in the town.

2.Time:6-8 minutes.

Tip: the questions you can use:

1) what do you think of the strange thing?

2) Why do you think so?

3) How do you feel?

4) What do you want to do to solve this problem?

Give the report.

Hello, everyone! I’m a reporter from CCTV. A strange thing happened in our town three days ago. I had an interview in our town. ______ thought _____, she felt_____. ___thought____, he felt____. ___thought ____, she felt_____.

3. Watch a videofind out the fact: “Who made the strange thing?”

4. Summary

5. Homework

1)Tell the story to your parents or friends.

2)If you can, Write down the strange things around you.

1. Ask students to have an interview.(小组中一人扮演是记者,另外的同学是受访者,进行采访活动。)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

write the report according to the interview.

 

 

 

 

 

 

 

3. Ask students to watch a video find out the fact.

4. Summary

 

 

 

 

 

设计意图:小组活动,学生扮演记者和受访者进行访谈,然后根据访谈内容写出一篇报道。通过整节课的积累,将所得所想说出来,前后衔接,语言由输入转为输出。

板书设计

 

教学反思与改进

本单元的主题是;有理由的进行推测。这节课是Unit3 的第二课时阅读课。根据单元目标、教材分析、学情分析确定本节课的目标。

为实现目标一设计了:通过guessing game,以及谈论已知的话题活跃课堂气氛,让学生有良好的情绪准备进入新课的学习之中。在快读之后对三段文章分别进行细读,在问题的设计中我设计的题目有细节题、推理题、归纳题。尽量对文本进行深层次的挖掘,设计出符合中考要求的题目。在做题过程中,要求学生圈画出问题的理由,让学生养成做题有据可依的习惯。读完文章之后让学生构建思维导图,引导学生理清文中的观点,学会归纳分类,在语境中进一步感知情态动词表推测的用法。

为实现目标二设计了:读后活动中,我设计了一个记者采访的任务,先由学生表述自己对事情的猜测,然后小组中扮演记者进行采访,扮演受访者谈自已的想法,然后播放有关这件事的视频,既与前面的悬念相互应,又让学生明白了事实的真相。然后根据采访的结果,写出一篇报道,让语言由输入成功转为输出,理解并实践应用本单元话题语言。在练习过程中,学会遇事要有理由的进行推测,多角度思考问题,探求事实的真相,发展学生语言能力的同时,提升文化品格。

以上是我对这节课的一些想法,等开学后上完课,我会根据学生们的课堂反馈进行再次修改。

 

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